When Applying Neuroscience and Brain-Based Education, Teachers Should

When applying neuroscience and brain-based education, teachers should:

A) avoid requesting neurological testing of learning disorders.
B) understand that the brain is quite fixed and unlikely to benefit from differentiated instruction.
C) recognize that there are no cultural differences in brain activity and therefore students of different cultures are likely to approach learning tasks very similarly.
D) recognize that although learners have different preferred modes of processing, the different modalities do not necessarily provide advantages for learning.